The Impact of Support Services on Students' Test Anxiety and/or Their Ability to Submit Assignments: A Focus on Vision Impairment and Intellectual Disability

Autor/inn/en	Datta, Poulomee; Talukdar, Joy
Titel	The Impact of Support Services on Students' Test Anxiety and/or Their Ability to Submit Assignments: A Focus on Vision Impairment and Intellectual Disability
Quelle	In: International Journal of Inclusive Education, 21 (2017) 2, S.160-171 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Datta, Poulomee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1193561
Schlagwörter	Test Anxiety; Assignments; Visual Impairments; Intellectual Disability; Mainstreaming; Interviews; Parent Attitudes; Teacher Attitudes; Student Attitudes; Related Services (Special Education); Influences; Learner Engagement; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; Assignment; Auftrag; Zuweisung; Visual handicap; Sehbehinderung; Intellect; Disability; Disabilities; Verstand; Behinderung; Interviewing; Interviewtechnik; Elternverhalten; Lehrerverhalten; Schülerverhalten; Influence; Einfluss; Einflussfaktor; Ausland; Australien
Abstract	This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were conducted with 14 students with vision impairment and 9 students with intellectual disability, as well as a total of 10 parents and 8 teachers. The findings unfolded that the support services were found to influence positively the test anxiety experienced by students with vision impairment and/or their ability to submit assignments, but appeared to help students with intellectual disability to a much smaller extent. These findings have implications for mainstream teachers and school support staff working with students with vision impairment and those with intellectual disability, to determine what type and kind of support works for these students and helps them to alleviate their test anxieties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01